Assessment is the process of making judgments about a student’s performance on a particular task (Harlan, 1994). Arends (1997) also defined assessment as the full range of information gathered and synthesized by teachers for making decisions about their student's learning and future learning. Educational assessment focuses not only on identifying how many of the predefined education aims and goals have been achieved, but also works as a feedback mechanism in which educators can use to enhance their teaching practices (Harlan, 1994). Assessment is among the main factors that contribute to a high-quality teaching and learning environment as it has a strong impact on what type of learning takes place. It is critical that the chosen assessment is properly aligned to the desired learning outcome in order to produce constructive learning practices (Biggs & Tang 2011). As a result, assessment influences what material students spend time learning, as well as the type of learning that takes place. Various forms of assessment inspire different categories of learning. For this paper, we will focus on summative and formative digital assessment formats.
II. Theme One: Forms of Assessment
The different forms of assessment can be used to gather a variety of information from our students. It helps teachers make everyday decisions regarding instruction, differentiation, and whether or not a student has mastered a skill. There are different types of assessments that help determine whether a student has accomplished a variety of goals or skills set by the instructor. The types of assessment that will be the focus of this review are formative and summative in the digital learning community.
As online learning becomes more common due to the increase in student and teacher access, it is crucial to consider the value and importance of assessments that are conducted through technology. When discussing the aspects of digital assessment, it is necessary to acknowledge that “Digital assessment includes not only formative and summative assessments themselves but the use of technology to prepare for and support the assessments.” (Chase 2014). The literature expresses the importance of while conducting assessments online, it is essential to pay close attention to the trustworthiness, validity, and reliability of online environments and tests. The literature also addresses the positive aspects of online assessments. According to Hargreaves, Shorrocks-Taylor, Swinnerton, Tait, & Threlfall (2004) “Carrying out assessments by computer allows for more dynamic and interesting questions and could increase the efficiency of marking in terms of speed and removal of human error”.
Image result for formative and summative assessment
A. Formative Assessment
Formative assessment refers to a variety of methods that educators can use during their day-to-day activities to assess students' progress and needs. “At its core, formative assessment is designed to monitor the development of student learning and to provide feedback and support for such learning” (McCarthy, J. 2017). The literature expressed the significance of educators utilizing the results from this type of assessment to plan lessons, student intervention, and differentiation. The literature also explained how formative assessment can be beneficial and have many positive aspects from the student's perspective as well. “Formative assessment can help students identify their strengths and weaknesses, and focus on areas that require more consideration; concurrently, formative assessment can help teachers identify where students are struggling with their learning, and address the problems immediately” (McCarthy, J. 2017). Finally, finding an online assessment tool that can provide the essential feedback to the student is meaningful and of high importance. Discussing formative assessment, the literature stated that “It typically involves qualitative feedback, which focuses on the details of the student’s work and performance, and provides an opportunity to further develop and improve the submission” (McCarthy, J. 2017).
B. Summative Assessment
The other major form of assessment discussed through the literature is summative assessment. The literature defines summative assessment as “Customarily used to evaluate ultimate student outcomes and typically occurs less frequently during instruction than formative assessments” (Agboola, O. O., & Hiatt, A. C. (2017). In short, summative assessment is used at the end of a unit or lesson of study, and is done in order to determine student knowledge or understanding of a topic. The consensus through the literature is that before conducting an online assessment, it is crucial that the student be familiar and comfortable with the format and design of the online test. “With the emergence of online learning and its popularity for non-traditional students, it is equally important that instructors in the online environment check for student understanding before the summative assessment” (Holbeck, R., Bergquist, E., & Lees, S. (2014). This enforces the idea that teachers must specifically prepare their students for an online assessment. There are differences between a traditional paper and pencil test, and an online assessment that must be considered beforehand.
III. Theme Two: Benefits
Assessment serves a number of purposes in the educational environment. Standardized tests play a critical role in the assessment process. New technologies have developed assessments that accommodate a variety of response formats and provide automatic scoring feedback to the student. (Haaf, et al.,1999). The use of digital assessments has numerous benefits for students and teachers. Advantages found in the use of software programs for assessing comprehension included decreased time of test administration due to rapid stimuli presentation, increased consistency of stimulus presentation, automation of tasks such as scoring and increased maintenance of the students’ attention to the task (Haaf, 1999).
A. Adaptivity
Digital assessments are able to use a variety of options for students to demonstrate learning and understanding. Computerized assessments can present questions in various formats, including multiple choice, short answer, and essay (Carter et al.,2017). Conventional fixed order tests administer items to the average respondent and are not changing. However, computer-adaptive testing administers items intended to match the respondents’ abilities based on their answers at the beginning of and throughout the test (Martin & Lazendic, 2018). This type of testing can engage and motivate all learners by reducing frustration. Computer adaptive testing can better accommodate students at more extreme ends such as low and high achievers (Carter, 2018).
B. Unbias
Computerized assessments allow students to receive an unbiased score based solely on their performance on the test. Digital assessments remove the notion that grades may reflect grader influence rather than academic achievement. Teachers may develop a bias against a student or in favor of a student, which has the potential of affecting the manner in which the teacher grades that student’s assessment (Carter, et al, 2018; Ricketts & Wilks, 2002). Neither of these concerns is relevant to computer adaptive, multiple choice and short answer digital questions, which automatically receive grades from the online testing software.
C. Feedback
In the technological age, traditional feedback has changed from oral responses given face-to-face to the electronic arena where feedback is given digitally and written responses are sent via the web as well as auditorily. This type of feedback has made using the web more cohesive to collaboration on writing tasks simultaneously (Van der Geest & Remmers, 1994). E-feedback gives students a sense of anonymity and allows them to respond more honestly when critiquing other students work because they do not have to directly face the other student (MacLeod, 1999). According to Hewett (2000), e-feedback also has the benefit of isolating specific issues which the student can then concentrate directly on. In addition, Tuzi (2014) has noted that electronic feedback has been seen to increase student participation and engagement in assessments. Furthermore, e-feedback after an assessment provides students with an immediate response and allows the student to correct incorrect thinking or enhance learning (Epstein, Lazarus, Calvano, Matthews, Hendel, Epstein, and Brosvic, 2002). In essence, this type of assessment teaches as it assesses provided the e-feedback is utilized. E-feedback is a critical component to e-assessments. It must be timely, meaningful, and supported by a rubric when possible (Gaytan & McEwen, 2007). According to Nichol and Macfarlane-Dick (2006), there are seven principles of effective feedback for formative assessments that can be utilized to help students self-regulate their own learning. These principles enable the learner to become proactive rather than reactive when presented with feedback information. Nichol and Macfarlane-Dick (2006) have determined that good feedback practice:
helps clarify what good performance is (goals, criteria, expected standards);
facilitates the development of self-assessment (reflection) in learning;
delivers high-quality information to students about their learning;
encourages teacher and peer dialogue around learning;
encourages positive motivational beliefs and self-esteem;
provides opportunities to close the gap between current and desired performance;
provides information to teachers that can be used to help shape teaching.
Black and William (1998) have ascertained that the quality of feedback was the largest influence on performance. In addition, Chang and Park (2011) noted that statistically students preferred quick feedback from instructors but lengthy feedback was not appreciated. Cheatham, Jimenez-Silva and Park state, "Additionally, teacher feedback that provides positive and/or negative evidence can be an effective pedagogical strategy that aligns with both a cognitive and a Vygotskyian sociocultural perspective" (2015, pg. 1). It is important for teachers to know that providing feedback whether positive or negative, it will have a great deal of impact on a student. It is important or the teacher to know how to deliver the feedback to encourage growth in the student's work. Feedback or comments on students’ work is only effective when it is seen as relevant and helpful for work in which the student will engage in the future. In essence student “thinking” should take place (Black, Harrison, Lee, Marshall, and William, 2003). Feedback is important in relation to assessment, because it allows for students to grow towards their target skills and goals. Efficient feedback implies the development of appropriate skills so that teachers can aid students to better understand where they are in relation to learning goals (Fonseca, J., Carvalho, C., Conboy, J., Valente, M. O., Gama, A. P., Salema, M. H., & Fiúza, E. (2015).
IV. Theme Three: Implementation Consideration
Despite its many advantages, e-assessment has some disadvantages that might hinder its use (Alsadoon, 2017). When implementing an assessment, both teachers and students may struggle with challenges. With each of the challenges that are faced, teachers and students must try to make considerations in preparing for these barriers. The two main challenges that were noted in the literature were lack of computer access and familiarity and academic dishonesty.
A. Lack of Computer Access and Familiarity
One of the challenges both teachers and students may face is a student's familiarity with technology. Way (2012) points out that there may be students with little to no experience with computers or with the online assessment process. To help with this challenge Way (2012) also suggests that teachers need to familiarize students with the online assessment process and computers from the beginning. Some students lack computer and internet access, so Way(2012) suggests that universities should provide labs with technology equipment and internet access for those students.
B. Academic Dishonesty
Another challenge that teachers may face due to students’ actions is cheating on digital assessments. Some assessments allow students to view the question and answers afterward. E-assessments give the instructors less control over the exam setting, which makes cheating easier for students (Rowe, 2004). Rowe (2004), conducted a study to reveal problems of dishonesty in online exams. He found students can have answers to the exam prior to taking it. Since it is hard to ensure that all students are taking the exam at the same time, students who take the exam first can give other students the questions. Restrictions on assessment, such as blocking students from viewing the questions after submitting the answers or limiting the time to ensure that all students are taking the test at the same time, will restrict the effectiveness of the test as an assessment tool (Robles & Braathen, 2002). In order to create these restrictions for students, teachers themselves must be familiar with the technology and assessment process. Alruwais and Willis (2018) are aware that some teachers may be unfamiliar with the technology, or even using E-assessment for the first time. They suggest teachers need training to be confident in using E-assessment system.
V. References
Alsadoon, H. (2017). Students’ Perceptions of E-Assessment at Saudi Electronic University.The Turkish Online Journal of Educational Technology. 16(1) 178-192.
Agboola, O. O., & Hiatt, A. C. (2017). Research and Teaching: Delivery of Summative Assessment Matters for Improving At-Risk Student Learning. Journal Of College Science Teaching, 47(1), 76-82.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003). Assessment for learning: putting it into practice (Maidenhead, Open University Press).
Black PJ & Wiliam D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan 80(2):139–148
Carter, S.P., Greenberg, K., & Walker, M. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review. 56(2017), 118-132. https://doi.org/10.1016/j.econedurev.2016.12.005
Chang, S., & Park, Y. (2011). Evaluating Online E-Assessments for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance. International Journal On E-Learning, 10(1), 5-26.
Cheatham, G. A., Jimenez-Silva, M., & Park, H. (2015). Teacher Feedback to Support Oral Language Learning for Young Dual Language Learners. Early Child Development And Care, 185(9), 1452-1463.
Dixson, D. D., & Worrell, F. C. (2016) Formative and summative assessment in the classroom, theory into practice, 55:2, 153-159, DOI: 10.1080/00405841.2016.1148989
Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52(2), 187-201.
Fonseca, J., Carvalho, C., Conboy, J., Valente, M. O., Gama, A. P., Salema, M. H., & Fiúza, E. (2015). Changing teachers' feedback practices: a workshop challenge. Australian Journal Of Teacher Education, 40(8), 58-81
Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, 21(3), 117-132.
Haaf, R., Duncan, B., Skarakis-Doyle, E., Carew, M., & Kapitan, P. (1999). Computer-based language assessment software: The effects of presentation and response format. Language, Speech, and Hearing Services in Schools,
30(1), 68-74. ISSN: 016114619930010068
Hargreaves, M, Shorrocks-Taylor, D., Swinnerton, B., Tait, K., & Threlfall, J. (2004). Computer or paper? That is the question: does the medium in which assessment questions are presented affect children's performance in mathematics?. Educational Research. 46(1), 29-42. ISSN: 00131881.
Hewett, B. (2000). Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. Computers and Composition, 17, 265–288.
Holbeck, R., Bergquist, E., & Lees, S. (2014). Classroom Assessment Techniques: Checking for Student Understanding in an Introductory University Success Course. Journal Of Instructional Research, 338-42.
MacLeod, L. (1999). Computer-aided peer review of writing. Business Communications Quarterly, 62(3), 87–94.
Martin, A. & Lazendic, G. (2018). Computer-adaptive testing: Implications for students’ achievement, motivation, engagement, and subjective test experience. Journal of Educational Psychology 110(1), 27-45. https://dx.doi.org/10.1037/edu0000205
McCarthy, J. (2017). Enhancing Feedback in Higher Education: Students' Attitudes towards Online and In-Class Formative Assessment Feedback Models. Active Learning In Higher Education, 18(2), 127-141.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies In Higher Education, 31(2), 199-218. doi:10.1080/03075070600572090
Alruwais N., Wills G., & Wald M. (2018). Advantages and Challenges of using E-Assessment. International Journal of Information and Education Technology. 8(1) 120-180.
Robles, M., & Braathen, S. (2002). Online assessment techniques. The Delta Pi Epsilon Journal, 44 (1), 39–49.
Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2).
Authors:
Laura Andonian
Jessica Boucher
Kristin Brooks
Alexa Pullen
Table of Contents
l. Introduction
A. Definition of Assessment
Assessment is the process of making judgments about a student’s performance on a particular task (Harlan, 1994). Arends (1997) also defined assessment as the full range of information gathered and synthesized by teachers for making decisions about their student's learning and future learning. Educational assessment focuses not only on identifying how many of the predefined education aims and goals have been achieved, but also works as a feedback mechanism in which educators can use to enhance their teaching practices (Harlan, 1994). Assessment is among the main factors that contribute to a high-quality teaching and learning environment as it has a strong impact on what type of learning takes place. It is critical that the chosen assessment is properly aligned to the desired learning outcome in order to produce constructive learning practices (Biggs & Tang 2011). As a result, assessment influences what material students spend time learning, as well as the type of learning that takes place. Various forms of assessment inspire different categories of learning. For this paper, we will focus on summative and formative digital assessment formats.II. Theme One: Forms of Assessment
The different forms of assessment can be used to gather a variety of information from our students. It helps teachers make everyday decisions regarding instruction, differentiation, and whether or not a student has mastered a skill. There are different types of assessments that help determine whether a student has accomplished a variety of goals or skills set by the instructor. The types of assessment that will be the focus of this review are formative and summative in the digital learning community.
As online learning becomes more common due to the increase in student and teacher access, it is crucial to consider the value and importance of assessments that are conducted through technology. When discussing the aspects of digital assessment, it is necessary to acknowledge that “Digital assessment includes not only formative and summative assessments themselves but the use of technology to prepare for and support the assessments.” (Chase 2014). The literature expresses the importance of while conducting assessments online, it is essential to pay close attention to the trustworthiness, validity, and reliability of online environments and tests. The literature also addresses the positive aspects of online assessments. According to Hargreaves, Shorrocks-Taylor, Swinnerton, Tait, & Threlfall (2004) “Carrying out assessments by computer allows for more dynamic and interesting questions and could increase the efficiency of marking in terms of speed and removal of human error”.
A. Formative Assessment
Formative assessment refers to a variety of methods that educators can use during their day-to-day activities to assess students' progress and needs. “At its core, formative assessment is designed to monitor the development of student learning and to provide feedback and support for such learning” (McCarthy, J. 2017). The literature expressed the significance of educators utilizing the results from this type of assessment to plan lessons, student intervention, and differentiation. The literature also explained how formative assessment can be beneficial and have many positive aspects from the student's perspective as well. “Formative assessment can help students identify their strengths and weaknesses, and focus on areas that require more consideration; concurrently, formative assessment can help teachers identify where students are struggling with their learning, and address the problems immediately” (McCarthy, J. 2017). Finally, finding an online assessment tool that can provide the essential feedback to the student is meaningful and of high importance. Discussing formative assessment, the literature stated that “It typically involves qualitative feedback, which focuses on the details of the student’s work and performance, and provides an opportunity to further develop and improve the submission” (McCarthy, J. 2017).B. Summative Assessment
The other major form of assessment discussed through the literature is summative assessment. The literature defines summative assessment as “Customarily used to evaluate ultimate student outcomes and typically occurs less frequently during instruction than formative assessments” (Agboola, O. O., & Hiatt, A. C. (2017). In short, summative assessment is used at the end of a unit or lesson of study, and is done in order to determine student knowledge or understanding of a topic. The consensus through the literature is that before conducting an online assessment, it is crucial that the student be familiar and comfortable with the format and design of the online test. “With the emergence of online learning and its popularity for non-traditional students, it is equally important that instructors in the online environment check for student understanding before the summative assessment” (Holbeck, R., Bergquist, E., & Lees, S. (2014). This enforces the idea that teachers must specifically prepare their students for an online assessment. There are differences between a traditional paper and pencil test, and an online assessment that must be considered beforehand.III. Theme Two: Benefits
Assessment serves a number of purposes in the educational environment. Standardized tests play a critical role in the assessment process. New technologies have developed assessments that accommodate a variety of response formats and provide automatic scoring feedback to the student. (Haaf, et al.,1999). The use of digital assessments has numerous benefits for students and teachers. Advantages found in the use of software programs for assessing comprehension included decreased time of test administration due to rapid stimuli presentation, increased consistency of stimulus presentation, automation of tasks such as scoring and increased maintenance of the students’ attention to the task (Haaf, 1999).
A. Adaptivity
Digital assessments are able to use a variety of options for students to demonstrate learning and understanding. Computerized assessments can present questions in various formats, including multiple choice, short answer, and essay (Carter et al.,2017). Conventional fixed order tests administer items to the average respondent and are not changing. However, computer-adaptive testing administers items intended to match the respondents’ abilities based on their answers at the beginning of and throughout the test (Martin & Lazendic, 2018). This type of testing can engage and motivate all learners by reducing frustration. Computer adaptive testing can better accommodate students at more extreme ends such as low and high achievers (Carter, 2018).B. Unbias
Computerized assessments allow students to receive an unbiased score based solely on their performance on the test. Digital assessments remove the notion that grades may reflect grader influence rather than academic achievement. Teachers may develop a bias against a student or in favor of a student, which has the potential of affecting the manner in which the teacher grades that student’s assessment (Carter, et al, 2018; Ricketts & Wilks, 2002). Neither of these concerns is relevant to computer adaptive, multiple choice and short answer digital questions, which automatically receive grades from the online testing software.C. Feedback
In the technological age, traditional feedback has changed from oral responses given face-to-face to the electronic arena where feedback is given digitally and written responses are sent via the web as well as auditorily. This type of feedback has made using the web more cohesive to collaboration on writing tasks simultaneously (Van der Geest & Remmers, 1994). E-feedback gives students a sense of anonymity and allows them to respond more honestly when critiquing other students work because they do not have to directly face the other student (MacLeod, 1999). According to Hewett (2000), e-feedback also has the benefit of isolating specific issues which the student can then concentrate directly on. In addition, Tuzi (2014) has noted that electronic feedback has been seen to increase student participation and engagement in assessments. Furthermore, e-feedback after an assessment provides students with an immediate response and allows the student to correct incorrect thinking or enhance learning (Epstein, Lazarus, Calvano, Matthews, Hendel, Epstein, and Brosvic, 2002). In essence, this type of assessment teaches as it assesses provided the e-feedback is utilized. E-feedback is a critical component to e-assessments. It must be timely, meaningful, and supported by a rubric when possible (Gaytan & McEwen, 2007). According to Nichol and Macfarlane-Dick (2006), there are seven principles of effective feedback for formative assessments that can be utilized to help students self-regulate their own learning. These principles enable the learner to become proactive rather than reactive when presented with feedback information. Nichol and Macfarlane-Dick (2006) have determined that good feedback practice:Black and William (1998) have ascertained that the quality of feedback was the largest influence on performance. In addition, Chang and Park (2011) noted that statistically students preferred quick feedback from instructors but lengthy feedback was not appreciated. Cheatham, Jimenez-Silva and Park state, "Additionally, teacher feedback that provides positive and/or negative evidence can be an effective pedagogical strategy that aligns with both a cognitive and a Vygotskyian sociocultural perspective" (2015, pg. 1). It is important for teachers to know that providing feedback whether positive or negative, it will have a great deal of impact on a student. It is important or the teacher to know how to deliver the feedback to encourage growth in the student's work. Feedback or comments on students’ work is only effective when it is seen as relevant and helpful for work in which the student will engage in the future. In essence student “thinking” should take place (Black, Harrison, Lee, Marshall, and William, 2003). Feedback is important in relation to assessment, because it allows for students to grow towards their target skills and goals. Efficient feedback implies the development of appropriate skills so that teachers can aid students to better understand where they are in relation to learning goals (Fonseca, J., Carvalho, C., Conboy, J., Valente, M. O., Gama, A. P., Salema, M. H., & Fiúza, E. (2015).
IV. Theme Three: Implementation Consideration
Despite its many advantages, e-assessment has some disadvantages that might hinder its use (Alsadoon, 2017). When implementing an assessment, both teachers and students may struggle with challenges. With each of the challenges that are faced, teachers and students must try to make considerations in preparing for these barriers. The two main challenges that were noted in the literature were lack of computer access and familiarity and academic dishonesty.
A. Lack of Computer Access and Familiarity
One of the challenges both teachers and students may face is a student's familiarity with technology. Way (2012) points out that there may be students with little to no experience with computers or with the online assessment process. To help with this challenge Way (2012) also suggests that teachers need to familiarize students with the online assessment process and computers from the beginning. Some students lack computer and internet access, so Way(2012) suggests that universities should provide labs with technology equipment and internet access for those students.B. Academic Dishonesty
Another challenge that teachers may face due to students’ actions is cheating on digital assessments. Some assessments allow students to view the question and answers afterward. E-assessments give the instructors less control over the exam setting, which makes cheating easier for students (Rowe, 2004). Rowe (2004), conducted a study to reveal problems of dishonesty in online exams. He found students can have answers to the exam prior to taking it. Since it is hard to ensure that all students are taking the exam at the same time, students who take the exam first can give other students the questions. Restrictions on assessment, such as blocking students from viewing the questions after submitting the answers or limiting the time to ensure that all students are taking the test at the same time, will restrict the effectiveness of the test as an assessment tool (Robles & Braathen, 2002). In order to create these restrictions for students, teachers themselves must be familiar with the technology and assessment process. Alruwais and Willis (2018) are aware that some teachers may be unfamiliar with the technology, or even using E-assessment for the first time. They suggest teachers need training to be confident in using E-assessment system.V. References
Alsadoon, H. (2017). Students’ Perceptions of E-Assessment at Saudi Electronic University.The Turkish Online Journal of Educational Technology. 16(1) 178-192.
Agboola, O. O., & Hiatt, A. C. (2017). Research and Teaching: Delivery of Summative Assessment Matters for Improving At-Risk Student Learning. Journal Of College Science Teaching, 47(1), 76-82.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003). Assessment for learning: putting it into practice (Maidenhead, Open University Press).
Black PJ & Wiliam D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan 80(2):139–148
Carter, S.P., Greenberg, K., & Walker, M. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review. 56(2017), 118-132.
https://doi.org/10.1016/j.econedurev.2016.12.005
Chang, S., & Park, Y. (2011). Evaluating Online E-Assessments for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance. International Journal On E-Learning, 10(1), 5-26.
Cheatham, G. A., Jimenez-Silva, M., & Park, H. (2015). Teacher Feedback to Support Oral Language Learning for Young Dual Language Learners. Early Child Development And Care, 185(9), 1452-1463.
Dixson, D. D., & Worrell, F. C. (2016) Formative and summative assessment in the classroom, theory into practice, 55:2, 153-159, DOI: 10.1080/00405841.2016.1148989
Edutopia. (2010). How differentiated instruction and formative assessment work at Lake Forest Elementary [Video file]. Retrieved from __www.edutopia.org/school/forest-lake-elementary-school__
Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52(2), 187-201.
Fonseca, J., Carvalho, C., Conboy, J., Valente, M. O., Gama, A. P., Salema, M. H., & Fiúza, E. (2015). Changing teachers' feedback practices: a workshop challenge. Australian Journal Of Teacher Education, 40(8), 58-81
Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, 21(3), 117-132.
Haaf, R., Duncan, B., Skarakis-Doyle, E., Carew, M., & Kapitan, P. (1999). Computer-based language assessment software: The effects of presentation and response format. Language, Speech, and Hearing Services in Schools,
30(1), 68-74. ISSN: 016114619930010068
Hargreaves, M, Shorrocks-Taylor, D., Swinnerton, B., Tait, K., & Threlfall, J. (2004). Computer or paper? That is the question: does the medium in which assessment questions are presented affect children's performance in mathematics?. Educational Research. 46(1), 29-42. ISSN: 00131881.
Hewett, B. (2000). Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. Computers and Composition, 17, 265–288.
Holbeck, R., Bergquist, E., & Lees, S. (2014). Classroom Assessment Techniques: Checking for Student Understanding in an Introductory University Success Course. Journal Of Instructional Research, 338-42.
MacLeod, L. (1999). Computer-aided peer review of writing. Business Communications Quarterly, 62(3), 87–94.
Martin, A. & Lazendic, G. (2018). Computer-adaptive testing: Implications for students’ achievement, motivation, engagement, and subjective test experience. Journal of Educational Psychology 110(1), 27-45. https://dx.doi.org/10.1037/edu0000205
McCarthy, J. (2017). Enhancing Feedback in Higher Education: Students' Attitudes towards Online and In-Class Formative Assessment Feedback Models. Active Learning In Higher Education, 18(2), 127-141.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies In Higher Education, 31(2), 199-218. doi:10.1080/03075070600572090
Alruwais N., Wills G., & Wald M. (2018). Advantages and Challenges of using E-Assessment. International Journal of Information and Education Technology. 8(1) 120-180.
Robles, M., & Braathen, S. (2002). Online assessment techniques. The Delta Pi Epsilon Journal, 44 (1), 39–49.
Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2).
Tuzi, F. (2004). “The impact of e-feedback on the revisions of L2 writers in an academic writing course”. Computers and Composition, 21(2): 217-235. https://kundoc.com/pdf-the-impact-of-e-feedback-on-the-revisions-of-l2-writers-in-an-academic-writing-c.htnml
Van der Geest, T., & Remmers, T. (1994). The computer as a means of communication for peer review groups. Computers and Composition, 11, 237–250.
Way, A. (2012). The use of e-assessments in the Nigerian higher education system. Turkish Online J. Distance Education. 13(1).140–152.
Laura Andonian (Theme 2-Feedback), Jessica Boucher (Theme 2- Adaptivity and Unbias), Kristin Brooks (Theme 3- Implementation Consideration and Introduction), Alexa Pullen (Theme 1-Forms of Assessment)